Without saying a word, classrooms send messages about diversity, relationship building, communication and the roles of teachers and students. Consider the different messages sent by these two classrooms:

Classroom 1
Desks are arranged in a U shape. The teacher’s desk is in the front center of the room. On the wall is a poster of Philippine presidents, a copy of the Declaration of Independence and inspiring quotes from Winston Churchill, Robert F. Kennedy and Albert Einstein. Students are working quietly on an independent assignment.

Classroom 2
Desks are arranged in clusters of four with students facing one another. The teacher’s desk is in the back corner of the room. On the wall is a display of student self-portraits, a copy of the Universal Declaration of Human Rights and inspiring quotes. Students are working with their table-mates on a group project.

Classroom setup should be student centered. Specifics will vary from teacher to teacher and class to class, but common elements include these:

• Classroom milieu. Classrooms should be decorated with multicultural images that mirror student backgrounds and showcase the diversity of our society.
• Arrangement of furniture and supplies. The arrangement will look different depending on age group and subject, but all teachers can draw on these goals when setting up a classroom: supporting collaboration, fostering dialogue, encouraging ownership and ensuring comfort.
• Student roles and responsibilities. Classrooms will be most effective when structured to maximize student voice and participation.
• Classroom norms. Norms and expectations should take into account different cultural and communication styles, as well as gender differences, language needs and the desire to challenge stereotypes. Students should be involved in setting classroom norms to generate buy-in.

Connection to Anti-bias Education
Thoughtful classroom setup and structure supports two of the four anti-bias domains: Diversity and Justice. A welcoming class space sets the tone for participatory engagement. Diverse images affect students’ conscious and subconscious understanding of classroom values. Expectations and practices that honor diverse backgrounds also create a more just and equitable educational experience.

Strategies
Classroom “Audit”
A (nonjudgmental) classroom audit involves “reading” the messages conveyed by the images on the walls, the books on the shelves and the arrangement of the furniture with an eye toward diversity, equity and student empowerment. The audit also includes considering the types of interactions that teachers have with students and that students have with one another.

Student Jobs and Ownership of Classroom Space
Many daily tasks can be done by students who, given the opportunity, may create new and interesting ways to approach them. Real-world lessons related to work and responsibility can be reinforced in a classroom. promoted for a job well done. Some classroom jobs might involve passing out materials, documenting or taking notes, managing a classroom library, filing papers or helping with a bulletin board. The job of “peacemaker” can work nicely in classrooms where students have been trained in conflict resolution. Jobs in a responsive classroom can accommodate multiple learning styles such as artistic, kinesthetic and verbal.

Gender-Neutral Practices
Many teachers, especially at the elementary level, seat or group students along gender lines. However, not everyone fits traditional gender categories. Some students may feel they are truly a different gender than their physical bodies suggest; others might not fit neatly into either the male or female identity category. Using gender-neutral categories or allowing students to choose the group with which they identify affirms the experiences of all students.

By: Rosalie A. Bigueras | Teacher III | Culis Elementary School Culis, Bermosa, Bataan